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Our next Parent Workshop will be on Thursday 7th March at 10am. This will be led by our maths lead and will focus on developing maths through play.
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Oaklands School

Building Foundations for Fulfilling Futures

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Oaklands School

Building Foundations for Fulfilling Futures

Safeguarding in the Curriculum

Whole School Intent 

  • Build independence & self-advocacy skills 

  • Develop understanding of the world around them 

  • Have a tool kit to manage emotions  

  • Develop understanding of how to keep themselves and others safe in a variety of situations including online 

 

Safeguarding 

across the  

Curriculum  

Whole School Implementation 

  • Functional and cross curricular reinforcement  

  • Specific and engaging 

  • Use of real environments & resources 

  • Every day use of language and strategies  

  • Specific vocabulary 

Across the Pathways 

Nurture and Willow 

Elm 

Cherry 

Intent 

  • Developing self-awareness 

  • Building relationships with trusted adults 

  • Encourage increased independence in personal care 

  • Encourage and support interaction with the world around them 

  • Develop recognition of emotions  

  • Develop acceptance of co-regulation  

  • Being able to ask for ‘help’ 

 

Implementation 

  • Experiential and sensory learning inc Tac Pac 

  • Local visits 

  • Zone of Regulation: Recognising and naming emotions 

  • Exploratory approach to independence and life skills 

  • Online safety; Recognising own image, concept of sharing, concept of friends, limiting screen time 

  • Life skills woven throughout the curriculum 

 

Intent 

  • Developing self-awareness and awareness of others inc public & private, trusted adults 

  • Develop recognition of emotions in self and others  

  • Support understanding of the world around them 

  • Encourage independence in personal care 

  • Develop acceptance of co and self-regulation tools   

  • Developing communication skills for self-advocacy 

 

 

Implementation 

  • Short activities including off-site visits 

  • Functional and active learning opportunities 

  • Zones of Regulation: recognising emotions, naming emotions in self and others. Managing emotions developing co-regulation tools and asking for help  

  • Building on Online Safety curriculum including differentiating between what is online and what is real 

  • Repeated opportunities to practice skills 

 

Intent 

  • Generalisation of life skills  

  • Developing self-advocacy  

  • Building understand & respect for fundamental values 

  • Develop recognition of emotions in self and others  

  • Develop acceptance of co & self-regulation tools 

  • Secure understanding of public & private 

  • Keeping selves and others around safe 

  • Building knowledge, understanding & skills relating to online safety and travel safety  

  • Understanding different types of relationships 

 

Implementation 

  • Functional and cross curricular links 

  • SoSafe! Curriculum 

  • Zones of Regulation: recognising emotions, naming emotions in self and others. Managing emotions developing self-regulation tools and asking for help at school & outside  

  • Online Safety curriculum developing understanding of online dangers 

  • Off-site visits, Road safety & bike safety 

 

Curriculum Content 

  • SoSafe!: This is designed for use with SEND learners and is a very clear rules-based approach to social safety. It uses a standardised framework of symbols, visual teaching tools and concepts to teach strategies for moving into intimate relationships in a safe and measured manner, and provides visual communication tools for reporting physical or sexual abuse 

  • Life Skills: We have identified a number of life skills that can be taught explicitly in school.  These are Eating & drinking, Personal hygiene, Dressing & undressing, Road and travel safety in the community, Out & About Life events and Basic health & safety 

  • PSHE & RSE: PSHE and RSE are woven throughout the Oaklands curriculum. Students learn about Self Awareness, Self care, support & safety and Online Safety, healthy lifestyles, the world I live in. Some children also learn about physical changes relating to puberty, personalised to their learning needs. 

  • Online safety: We have constructed our own curriculum based on the Childnet.com STAR Toolkit, with key learning focused on 4 STAR areas: Safe; Trust; Action & Respect. This is within the Life Skills curriculum & where appropriate sessions may also be taught in the IT room. 

  • Zones of Regulation: This programmed is planned to be available across all pathways as either discrete lessons or support in building emotional language and awareness into daily classroom life.   

 

Curriculum overviews and planning have been developed as appropriate for each pathway. The typical time budget for each pathway, including embedded practice and ‘teachable moments’ is as follows: 

Nurture and Willow 

Elm 

Cherry 

Emotional Regulation 5 hours per week (2.5 hours for Oakey boost, 2.5 hours on Tac Pac/sensory exploration) 

Independence & Life Skills are woven into the curriculum

SoSafe! is interwoven into other areas of the curriculum  

Emotional Regulation 5 hours per week (2.5 hours for Oakey boost, 2.5 hours on discrete teaching of Zones, sensory exploration, mindfulness activities).  

SoSafe!  1 hour per week (3x 20 minute sessions)  

Independence & Life Skills 2 hours per week 

Emotional Regulation 5 hours per week (2.5 hours for Oakey boost, 2.5 hours on discrete teaching of Zones, sensory exploration, mindfulness activities).  

Independence & Life Skills sessions 2 hours per week  

SoSafe! 1 hour per week (3x 20 minute sessions) 

Strengths 

  • Safeguarding is embedded within staff training and meetings & student Emotional Regulation & well being is high profile across the school  

  • The language of Zones and So Safe! is well modelled by adults across the school 

  • Trips and visits off-site support children to generalise skills and learning about how to keep themselves safe 

  • Repeated revisiting of life skills in different contexts and with cross curricular links ensure pupils make good progress 

  • Progress is evidences in OPAL areas of Self-care and Self-care in the Community 

Areas for Development 

  • To maximise every child's progress in communication skills to be able to effectively self-advocate to keep themselves safe (School Improvement Plan 23-24 Priority Pupil Voice)

  • To ensure that all parents understand how we keep their child safe from bullying 

Resources, Training and CPD 

 

Staff CPD & school resources-see staffshare & OneDrive folders; 

Advice & training powerpoints/video links for safeguarding, online safety, Zones, SoSafe!, hygiene, personal hygiene, road safety, sleep and toileting 

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